Ronald W Evans
Biographic Data
| ID | 3957338 |
|---|---|
| NAME | Ronald W Evans |
| GIVEN NAMES | Ronald W |
| FAMILY NAME | Evans |
| SIGNATURE | EVANS R W |
| AFFILIATIONS | San Diego State University |
| VERIFIED | No |
| TOTAL WORKS | 23 |
| TOTAL CITATIONS | 83 |
| WORKS AS AUTHOR | 23 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1988 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 6 |
Social studies education research for sustainable democratic societies
Social studies education and research can and must play a central role in sustaining democratic societies. As we commemorate the 50th anniversary of this vital journal that aims to strengthen social studies education, democratic societies face numerous serious challenges. Although today’s circumstances are unique, many of our current challenges have existed (and will continue to exist) in some form throughout the history of democracy. In this art…
Rhetoric Versus Reality in Research on Social Studies
The Tragedy of American School Reform
Challenges of Curriculum Development * The New Social Studies * The Newer Social Studies * Larger Trends in Schools * Aftermath: Face a National Conspiracy * The MACOS Controversy and Beyond * The Conservative Restoration * Can We Transcend the Grammar of Social Studies? * Reflections on Education for Democracy
The Tragedy of American School Reform
Two persistent dilemmas haunt school reform: curriculum politics and classroom constancy. Both undermined the 1960s' new social studies, a dynamic reform movement centered on inquiry, issues, and soci
Pedagogic Creed as Foundation
This article describes the evolution of the author's approach to teaching a secondary social studies methods course over an eighteen-year period. Earlier in his career, the author imposed a reflective, issues-centered approach to teaching social studies as the preferred model of teaching. As a result of a combination of his own professional growth and the persistence of a few students who resisted the reflective, issues-centered model, the author…
Handbook on Teaching Social Issues
There’s no book like this one for educators interested in issues-centered teaching. More than 40 experts have contributed articles offering comprehensive coverageof the field of social issues education. In addition to a full examination of objectives and methods, contributors show how social issues can be taught as part of history, geography, the social sciences, and global and environmental studies. The challenges of assessment, curriculum, and …
This Happened in America
This long awaited biography of Harold Rugg is a dramatic and compelling story with profound implications for today’s educators. Harold Rugg, one of the leading progressive educators of the 20th century, developed an innovative social studies program and textbook series that was censured by conservative critics during the 1940s. Read the full story behind Rugg, the man and the educator, and the critics who attacked him.Harold O. Rugg was professor…
Dare We Make Peace
The authors present a conversation among several leading social studies theorists, researchers, and practitioners on the social studies wars, or conflicts in the debate over the purposes, content, and practice of social studies in schools. Questions focus on addressing the plurality of definitions for the field, creating more effective dialogue among interest groups both within the National Council for the Social Studies and with other profession…
Continuing the Struggle for Social Studies
(2007). Continuing the Struggle for Social Studies. Theory & Research in Social Education: Vol. 35, No. 3, pp. 501-507
The Social Studies Wars Revisited
(2003). The Social Studies Wars Revisited. Theory & Research in Social Education: Vol. 31, No. 4, pp. 523-539
Thoughts on Redirecting a Runaway Train
Taboo Topics
(2000). Taboo Topics: Cultural Restraint on Teaching Social Issues. The Clearing House: A Journal of Educational Strategies, Issues and Ideas: Vol. 73, No. 5, pp. 295-302
Issues-Centered Education Misread
(1998). Issues-Centered Education Misread: A Response to Grant and Tzetzo. Theory & Research in Social Education: Vol. 26, No. 2, pp. 264-268
National Standards for United States History
(1995). National Standards for United States History: The Storm of Controversy Continues. The Social Studies: Vol. 86, No. 6, pp. 270-274
Introduction
Resources and Materials for Issues-Centered Social Studies Education
Misunderstanding Social Studies
Teacher Conceptions of History Revisited
The central purpose of this exploratory investigation is to describe and analyze the teaching of history in five classrooms, each representing one of five typologies developed earlier, the storyteller, scientific historian, relativist/reformer, cosmic philosopher, and eclectic (Evans, 1989b). The study focuses on the effects of each teacher's conceptions of history on the transmitted curriculum and on student beliefs. Data collection included int…
How Should We Direct Present Efforts to Promote the Issue-Centered Vision
Diane Ravitch and the Revival of History
A Dream Unrealized
(1989). A Dream Unrealized: A Brief Look at the History of Issue-Centered Approaches. The Social Studies: Vol. 80, No. 5, pp. 178-184
Teacher Conceptions of History
The central purpose of this exploratory investigation is to describe and analyze teacher conceptions of the meaning of history. The study also explores factors which may shape teacher conceptions of the meaning of history. Data collection included survey and interviews. Data were analyzed using content analysis of fieldnotes, frequency analysis and crosstabulation of survey questionnaires. Patterns and themes which emerged were then developed int…
Lessons from History
The central purpose of this investigation is to describe and analyze teacher and student conceptions of the meaning of history. The study explores factors which shape conceptions of the meaning of history and the relationship among teacher conceptions, the curriculum, and student conceptions. Data collection included interviews and observation in three sites. Data were analyzed by categories of informants (e.g. teachers and students) using conten…
Teacher Conceptions of History
The central purpose of this exploratory investigation is to describe and analyze teacher conceptions of the meaning of history. The study also explores factors which may shape teacher conceptions of the meaning of history. Data collection included survey and interviews. Data were analyzed using content analysis of fieldnotes, frequency analysis and crosstabulation of survey questionnaires. Patterns and themes which emerged were then developed int…
Taboo Topics
(2000). Taboo Topics: Cultural Restraint on Teaching Social Issues. The Clearing House: A Journal of Educational Strategies, Issues and Ideas: Vol. 73, No. 5, pp. 295-302
Lessons from History
The central purpose of this investigation is to describe and analyze teacher and student conceptions of the meaning of history. The study explores factors which shape conceptions of the meaning of history and the relationship among teacher conceptions, the curriculum, and student conceptions. Data collection included interviews and observation in three sites. Data were analyzed by categories of informants (e.g. teachers and students) using conten…
Teacher Conceptions of History Revisited
The central purpose of this exploratory investigation is to describe and analyze the teaching of history in five classrooms, each representing one of five typologies developed earlier, the storyteller, scientific historian, relativist/reformer, cosmic philosopher, and eclectic (Evans, 1989b). The study focuses on the effects of each teacher's conceptions of history on the transmitted curriculum and on student beliefs. Data collection included int…
Diane Ravitch and the Revival of History
Social studies education research for sustainable democratic societies
Social studies education and research can and must play a central role in sustaining democratic societies. As we commemorate the 50th anniversary of this vital journal that aims to strengthen social studies education, democratic societies face numerous serious challenges. Although today’s circumstances are unique, many of our current challenges have existed (and will continue to exist) in some form throughout the history of democracy. In this art…
A Dream Unrealized
(1989). A Dream Unrealized: A Brief Look at the History of Issue-Centered Approaches. The Social Studies: Vol. 80, No. 5, pp. 178-184
Thoughts on Redirecting a Runaway Train
Introduction
Misunderstanding Social Studies
How Should We Direct Present Efforts to Promote the Issue-Centered Vision
Pedagogic Creed as Foundation
This article describes the evolution of the author's approach to teaching a secondary social studies methods course over an eighteen-year period. Earlier in his career, the author imposed a reflective, issues-centered approach to teaching social studies as the preferred model of teaching. As a result of a combination of his own professional growth and the persistence of a few students who resisted the reflective, issues-centered model, the author…
The Social Studies Wars Revisited
(2003). The Social Studies Wars Revisited. Theory & Research in Social Education: Vol. 31, No. 4, pp. 523-539
Lessons from History
The central purpose of this investigation is to describe and analyze teacher and student conceptions of the meaning of history. The study explores factors which shape conceptions of the meaning of history and the relationship among teacher conceptions, the curriculum, and student conceptions. Data collection included interviews and observation in three sites. Data were analyzed by categories of informants (e.g. teachers and students) using conten…
How Should We Direct Present Efforts to Promote the Issue-Centered Vision
Diane Ravitch and the Revival of History
A Dream Unrealized
(1989). A Dream Unrealized: A Brief Look at the History of Issue-Centered Approaches. The Social Studies: Vol. 80, No. 5, pp. 178-184
Teacher Conceptions of History
The central purpose of this exploratory investigation is to describe and analyze teacher conceptions of the meaning of history. The study also explores factors which may shape teacher conceptions of the meaning of history. Data collection included survey and interviews. Data were analyzed using content analysis of fieldnotes, frequency analysis and crosstabulation of survey questionnaires. Patterns and themes which emerged were then developed int…
Teacher Conceptions of History Revisited
The central purpose of this exploratory investigation is to describe and analyze the teaching of history in five classrooms, each representing one of five typologies developed earlier, the storyteller, scientific historian, relativist/reformer, cosmic philosopher, and eclectic (Evans, 1989b). The study focuses on the effects of each teacher's conceptions of history on the transmitted curriculum and on student beliefs. Data collection included int…
Introduction
Resources and Materials for Issues-Centered Social Studies Education
Misunderstanding Social Studies
National Standards for United States History
(1995). National Standards for United States History: The Storm of Controversy Continues. The Social Studies: Vol. 86, No. 6, pp. 270-274
Issues-Centered Education Misread
(1998). Issues-Centered Education Misread: A Response to Grant and Tzetzo. Theory & Research in Social Education: Vol. 26, No. 2, pp. 264-268
Taboo Topics
(2000). Taboo Topics: Cultural Restraint on Teaching Social Issues. The Clearing House: A Journal of Educational Strategies, Issues and Ideas: Vol. 73, No. 5, pp. 295-302
Thoughts on Redirecting a Runaway Train
The Social Studies Wars Revisited
(2003). The Social Studies Wars Revisited. Theory & Research in Social Education: Vol. 31, No. 4, pp. 523-539
Handbook on Teaching Social Issues
There’s no book like this one for educators interested in issues-centered teaching. More than 40 experts have contributed articles offering comprehensive coverageof the field of social issues education. In addition to a full examination of objectives and methods, contributors show how social issues can be taught as part of history, geography, the social sciences, and global and environmental studies. The challenges of assessment, curriculum, and …
This Happened in America
This long awaited biography of Harold Rugg is a dramatic and compelling story with profound implications for today’s educators. Harold Rugg, one of the leading progressive educators of the 20th century, developed an innovative social studies program and textbook series that was censured by conservative critics during the 1940s. Read the full story behind Rugg, the man and the educator, and the critics who attacked him.Harold O. Rugg was professor…
Dare We Make Peace
The authors present a conversation among several leading social studies theorists, researchers, and practitioners on the social studies wars, or conflicts in the debate over the purposes, content, and practice of social studies in schools. Questions focus on addressing the plurality of definitions for the field, creating more effective dialogue among interest groups both within the National Council for the Social Studies and with other profession…
Continuing the Struggle for Social Studies
(2007). Continuing the Struggle for Social Studies. Theory & Research in Social Education: Vol. 35, No. 3, pp. 501-507
Pedagogic Creed as Foundation
This article describes the evolution of the author's approach to teaching a secondary social studies methods course over an eighteen-year period. Earlier in his career, the author imposed a reflective, issues-centered approach to teaching social studies as the preferred model of teaching. As a result of a combination of his own professional growth and the persistence of a few students who resisted the reflective, issues-centered model, the author…
The Tragedy of American School Reform
Challenges of Curriculum Development * The New Social Studies * The Newer Social Studies * Larger Trends in Schools * Aftermath: Face a National Conspiracy * The MACOS Controversy and Beyond * The Conservative Restoration * Can We Transcend the Grammar of Social Studies? * Reflections on Education for Democracy
The Tragedy of American School Reform
Two persistent dilemmas haunt school reform: curriculum politics and classroom constancy. Both undermined the 1960s' new social studies, a dynamic reform movement centered on inquiry, issues, and soci
Rhetoric Versus Reality in Research on Social Studies
Social studies education research for sustainable democratic societies
Social studies education and research can and must play a central role in sustaining democratic societies. As we commemorate the 50th anniversary of this vital journal that aims to strengthen social studies education, democratic societies face numerous serious challenges. Although today’s circumstances are unique, many of our current challenges have existed (and will continue to exist) in some form throughout the history of democracy. In this art…
Sociology (22 works) · Psychology (17 works) · Social studies (17 works) · Educator Training and Historical Pedagogy (16 works) · Social science (16 works) · Pedagogy (15 works) · Mathematics education (14 works) · Political science (11 works) · Law (7 works) · Philosophy (6 works)